empowering efl teachers jeta yogya july 2007

Empowering EFL

Teachers to Achieve

Professional Autonomy

By

Prof. Suwarsih Madya, Ph.D.

JETA National Seminar

Yogyakarta, 3-4 July 2007

Education means conscious and well-planned effort in

creating a learning environment and learning process

so that

learners will be able to develop their full potential

for

acquiring

spiritual and religious strengths, develop

self-control, personality, intelligence, morals and noble character

and skills

that one needs for

him/herself

, for the

community

,

for the

nation

, and for the

state

(Education Act No. 20/2003, Article

1: 1)

Implied in the definition are:

-learners as subjects of their own learning

_

autonomy

in learning

_

the learning-centred approach

- the devt. of all potentials (spiritual, ethical, esthetical,

intellectual, kinesthetic)

The National Education

functions

to develop the

capability

,

character

, and

civilization

of the nation for enhancing its

intellectual capacity, and is aimed at developing learners

potentials so that they become

persons imbued with

human values who are faithful and pious to one and only

God; who possess morals and noble character; who are

healthy, knowledgeable, competent, creative, independent;

and as citizens, are democratic and responsible

.

(Artl. 3, the

2003 Education Law)

The National Education

functions

to develop the

capability

,

character

, and

civilization

of the nation for enhancing its

intellectual capacity, and is aimed at developing learners

potentials so that they become

persons imbued with

human values who are faithful and pious to one and only

God; who possess morals and noble character; who are

healthy, knowledgeable, competent, creative, independent;

and as citizens, are democratic and responsible

.

(Artl. 3, the

2003 Education Law)

Thus the development of totals persons as

individuals, social beings, and citizens

National education

& its goal

Decentralized system by

implementing

school-based management &

school-level curriculum

D

I

V

E

R

S

I

T

Y

I

N

U

N

I

T

Y

Decentralized system by

implementing

school-based management &

school-level curriculum

Six principles to guide the

educational provision

D

I

V

E

R

S

I

T

Y

I

N

U

N

I

T

Y

Education

is organized democratically, equally and

non-discriminatorily based on human rights, religious values,

cultural values, and national pluralism.

Education

is conducted as

systemic unit

with an

open

system and multi-meanings.

Education is conducted as a lifelong process of

inculcating cultural values and for the empowerment of

learners.

Education

is conducted based on the

principles

of

modeling, motivation and creativity in the

process of

learning.

Education

is conducted by developing

culture for reading,

writing, and arithmetic

for all members of the community.

Education

is conducted by

empowering all components

of

the community through their participation in the

implementation and quality control of the education

services.

(Artl. 4, the 2003 Education Act)

Education

is organized democratically, equally and

non-discriminatorily based on human rights, religious values,

cultural values, and national pluralism.

Education

is conducted as

systemic unit

with an

open

system and multi-meanings.

Education is conducted as a lifelong process of

inculcating cultural values and for the empowerment of

learners.

Education

is conducted based on the

principles

of

modeling, motivation and creativity in the

process of

learning.

Education

is conducted by developing

culture for reading,

writing, and arithmetic

for all members of the community.

Education

is conducted by

empowering all components

of

the community through their participation in the

implementation and quality control of the education

services.

(Artl. 4, the 2003 Education Act)

The strategic environments keep

changing due to the societal

development and advancements of

science and technology.

The fulfillment of the changing

learning needs of students.

The fulfillment of the changing

learning needs of students.

The need to

constantly

learn, relearn,

and unlearn

Teacher

Professional

Autonomy

Autonomy = both mastery over oneself (an internal,

psychological mastery) and freedom from mastery

exercised over oneself by others (an external, social and

political freedom). Thus it is based on a belief in a

developed self

a self-conscious, rational being able to

make independent decisions

and an emphasis on

freedom from external constraints

a sense of liberty

bestowed by social and political structures (

Pennycook,

1997, as quoted by Bailey, 2006: 57

)

Autonomy = both mastery over oneself (an internal,

psychological mastery) and freedom from mastery

exercised over oneself by others (an external, social and

political freedom). Thus it is based on a belief in a

developed self

a self-conscious, rational being able to

make independent decisions

and an emphasis on

freedom from external constraints

a sense of liberty

bestowed by social and political structures (

Pennycook,

1997, as quoted by Bailey, 2006: 57

)

autonomy is not achieved by handing over power or by

rational reflection

rather it is the struggle to become

the author of one s own world, to be able to create one s

own meanings, to pursue cultural alternatives amid

Recognizing that teaching as always contextually situated, Barfield

et al.

(2001) proposes teacher autonomy that constitutes:

- a continual process of dialogue and critical reflective inquiry into

how teaching can best promote autonomous learning for learners

- understanding of possible various constraints and collaborative

work to confront and transform them into opportunities for

change

-

institutional knowledge and flexibility in dealing with external

constraints

-

a need for continuous personal and professional improvement

-

ability to work collaboratively & establish networking both within

the institution and beyond; hence, the importance of negotiation

-

a recognition of teacher-learner pools of diverse knowledge,

experience, equal power and autonomous learning.

Recognizing that teaching as always contextually situated, Barfield

et al.

(2001) proposes teacher autonomy that constitutes:

- a continual process of dialogue and critical reflective inquiry into

how teaching can best promote autonomous learning for learners

- understanding of possible various constraints and collaborative

work to confront and transform them into opportunities for

change

-

institutional knowledge and flexibility in dealing with external

constraints

-

a need for continuous personal and professional improvement

-

ability to work collaboratively & establish networking both within

the institution and beyond; hence, the importance of negotiation

-

a recognition of teacher-learner pools of diverse knowledge,

understanding of the interrelationship between learner autonomy and

teacher autonomy in the light of values of

co-learning, self-direction, collaboration and democratic

co-participation as related to critical reflective inquiry, empowerment,

dialogue.

willingness to collaborate with learners and colleagues in

questioning and flexibly re-interpreting the exercise of authority

within the classroom.

"...successful teachers have always been autonomous in

the sense of having a strong sense of personal

responsibility for their teaching, exercising via

continuous reflection and analysis the highest possible

degree of affective and cognitive control of the teaching

process, and exploiting the freedom that this confers"

(Little, 1995, as quoted by Barfield

et al.,

2001).

Autonomous EFL teachers are

reflective

EFL practitioners,

capable

of (1) recognizing

own strengths

and

weak-nesses

, (2)

independently making

informed decisions

and

taking

action

accordingly to satisfy their

Ss

learning needs

,

developing

their

own

classroom teaching skills (

a

wide repertoire

of routines

to fit widely

varying concrete

EFL learning circumstances

), and (3)

willingly

taking

a large degree of

responsibility

for their

own professional

development

(cf. Bailey, 2006: 76)

Autonomous EFL teachers are

reflective

EFL practitioners,

capable

of (1) recognizing

own strengths

and

weak-nesses

, (2)

independently making

informed decisions

and

taking

action

accordingly to satisfy their

Ss

learning needs

,

developing

their

own

classroom teaching skills (

a

wide repertoire

of routines

to fit widely

varying concrete

EFL learning circumstances

), and (3)

willingly

taking

a large degree of

responsibility

for their

own professional

development

(cf. Bailey, 2006: 76)

In short, autonomous EFL teachers:

understand well the level of their

ELT/Educational competencies, and

personal/professional their strengths

and their weaknesses

understand well the context of their teaching

(both internal and external)

are committed to finding the best

way to improve and develop themselves

and their Ss learning autonomy

In short, autonomous EFL teachers:

understand well the level of their

ELT/Educational competencies, and

personal/professional their strengths

and their weaknesses

understand well the context of their teaching

(both internal and external)

are committed to finding the best

way to improve and develop themselves

and their Ss learning autonomy

Autonomous EFL teachers:

apply the

principled

eclecticism

are reflective to keep

self-developing (be

lifelong learners

&

to fulfill their students

learning needs which keep

To be autonomous, EFL teachers in

Indonesia certainly need empowering.

Their professional devt. needs might vary in

relation to their education, and the situations

and conditions of their schools. They can be

categorized into:

highly advantaged

fairly advantaged

disadvantaged

fairly disadvantaged

severely disadvantaged

To be autonomous, EFL teachers in

Indonesia certainly need empowering.

Their professional devt. needs might vary in

relation to their education, and the situations

and conditions of their schools. They can be

categorized into:

highly advantaged

fairly advantaged

disadvantaged

fairly disadvantaged

Total autonomy for

making decisions

Total

autonomy

for taking

action

No autonomy

for taking

action

1

3

2

4

4th International JETA Conference and 4th International JETA Conference and

Total

autonomy

for taking

action

No autonomy

for taking

action

No autonomy

for making

decisions

3

4

To

empower

EFL teachers is to provide

EFL teachers with

knowledge and skills

(competencies) that give them

more

power

necessary to exercise

more control

over their own

professional life

so that they

can

independently

make decisions

and

take action

for nothing but

improving

so that they

can

Pedagogical Competencies

1. Prepare classes adequately and have clear aims and objectives.

2. Consider Ss cultural background to be important when preparing a course. 3. Give clear and sufficient instructions, examples or demonstrations before Ss

begin activities.

4. Present language points in clear and interesting ways.

5. Employ a range of techniques to teach language items (voc., grammar, pron.) 6. Employ a range of techniques of practicing grammatical forms.

7. Try to relate language forms, functions and vocabulary to contexts relevant to Ss interests.

8. Set up interactive pair/group activities.

9. Employ a variety of activities for developing Ss listening, speaking, reading and writing skills.

10. Employ a variety of techniques to achieve a good balance between accuracy-focused, and integrative, content-focused activities (to help Ss to develop both accuracy (correctness in grammar, pron., punctuations) and fluency 11. Employ a variety of techniques to help Ss to develop their ability to

understand the content of texts (oral and written).

12. Use games and puzzles effectively and appropriately. 13. Give Ss sufficient time to respond to learning tasks.

14. Encourage Ss to be active (e.g. ask questions, suggest sth., ask for clarification, be a volunteer in doing things).

15. Elicit background knowledge of Ss appropriately.

16. Avoid impeding student learning via over-use of the mother tongue, or attempt

3-4 July2007 4th International JETA Conference and Workshop

16

Pedagogical Competencies

1. Prepare classes adequately and have clear aims and objectives.

2. Consider Ss cultural background to be important when preparing a course. 3. Give clear and sufficient instructions, examples or demonstrations before Ss

begin activities.

4. Present language points in clear and interesting ways.

5. Employ a range of techniques to teach language items (voc., grammar, pron.) 6. Employ a range of techniques of practicing grammatical forms.

7. Try to relate language forms, functions and vocabulary to contexts relevant to Ss interests.

8. Set up interactive pair/group activities.

9. Employ a variety of activities for developing Ss listening, speaking, reading and writing skills.

10. Employ a variety of techniques to achieve a good balance between accuracy-focused, and integrative, content-focused activities (to help Ss to develop both accuracy (correctness in grammar, pron., punctuations) and fluency 11. Employ a variety of techniques to help Ss to develop their ability to

understand the content of texts (oral and written).

12. Use games and puzzles effectively and appropriately. 13. Give Ss sufficient time to respond to learning tasks.

14. Encourage Ss to be active (e.g. ask questions, suggest sth., ask for clarification, be a volunteer in doing things).

15. Elicit background knowledge of Ss appropriately.

17. Act as a good language model for Ss.

18. Use the language appropriate for the level of the class. 19. Use, and get Ss to use, correct classroom English.

20. Deal with Ss errors systematically and effectively. 21. Get Ss to self-correct minor mistakes.

22. Get Ss to correct/comment on each other s written work and oral performance. 23. Make Ss aware of the strategies they can use to learn English more

effectively.

24. Use/develop interactive, intrinsically motivating techniques to create effective tests to evaluate Ss progress and increase motivation.

25. Involve Ss in selecting classroom activities.

26. Maintain a dialogue with Ss to gauge their reaction to the materials and teaching methods.

27. Make Ss aware of the pedagogic purpose of classroom activities.

28. Consider Ss different language learning styles in designing the lesson. 29. Attend to the learning needs of the various ability levels in the class. 30. Give appropriate feedback to Ss about their progress.

31. Adapt the teaching plan to respond to Ss immediate needs and reactions to planned activities.

32. Provide sufficient variety and change of pace to sustain Ss interest.

33. Use a variety of techniques to ask questions and elicit responses from Ss. 34. Organize Ss and classroom activities well.

35. Make good use of the whiteboard/chalkboard, visuals and other media (OHP, 17. Act as a good language model for Ss.

18. Use the language appropriate for the level of the class. 19. Use, and get Ss to use, correct classroom English.

20. Deal with Ss errors systematically and effectively. 21. Get Ss to self-correct minor mistakes.

22. Get Ss to correct/comment on each other s written work and oral performance. 23. Make Ss aware of the strategies they can use to learn English more

effectively.

24. Use/develop interactive, intrinsically motivating techniques to create effective tests to evaluate Ss progress and increase motivation.

25. Involve Ss in selecting classroom activities.

26. Maintain a dialogue with Ss to gauge their reaction to the materials and teaching methods.

27. Make Ss aware of the pedagogic purpose of classroom activities.

28. Consider Ss different language learning styles in designing the lesson. 29. Attend to the learning needs of the various ability levels in the class. 30. Give appropriate feedback to Ss about their progress.

31. Adapt the teaching plan to respond to Ss immediate needs and reactions to planned activities.

32. Provide sufficient variety and change of pace to sustain Ss interest.

33. Use a variety of techniques to ask questions and elicit responses from Ss. 34. Organize Ss and classroom activities well.

36. Constantly check to find out if Ss have understood teaching points or benefited from activities.

37. Take a good position at different stages of classroom learning.

38. Believe that education has a vital role to determine the future of societies.

B. Social Competencies

39. Establish a good rapport with Ss.

40. Recognize Ss achievements and develop Ss interest in learning. 41. Communicate an enthusiasm for the subject.

42. Be patient, polite and enjoy helping Ss acquire new skills/knowledge. 43. Be patient in working with Ss of lesser ability.

44. Offer challenge to Ss of exceptionally high ability. 45. Value the opinions and abilities of Ss.

46. Be aware of cross-cultural differences and am sensitive to Ss cultural traditions.

47. Have good strategies for dealing with inappropriate student behaviour. 48. Avoid intimidating shy Ss during classroom learning.

49. Be enthusiastic about working harmoniously and candidly with colleagues to raise the quality of ELT programmes.

50. Seek opportunities to share thoughts, ideas, and techniques with colleagues. 51. Enjoy people; show enthusiasm, warmth, rapport, and appropriate humour.

B. Social Competencies

39. Establish a good rapport with Ss.

40. Recognize Ss achievements and develop Ss interest in learning. 41. Communicate an enthusiasm for the subject.

42. Be patient, polite and enjoy helping Ss acquire new skills/knowledge. 43. Be patient in working with Ss of lesser ability.

44. Offer challenge to Ss of exceptionally high ability. 45. Value the opinions and abilities of Ss.

46. Be aware of cross-cultural differences and am sensitive to Ss cultural traditions.

47. Have good strategies for dealing with inappropriate student behaviour. 48. Avoid intimidating shy Ss during classroom learning.

49. Be enthusiastic about working harmoniously and candidly with colleagues to raise the quality of ELT programmes.

50. Seek opportunities to share thoughts, ideas, and techniques with colleagues. 51. Enjoy people; show enthusiasm, warmth, rapport, and appropriate humour.

C. Personal Competencies

51. Indicate a good classroom presence and personality. 52. Dress in the style that can be an asset in the classroom.

53. Be flexible when things go awry. ( adaptive to what is going on). 54. Organize activities well.

55. Willingly and conscientiously make efforts to meet commitments/ promises. 56. Set goals of life.

57. Set short-term and long-term goals for continued professional growth. 58. Maintain an inquisitive mind in trying out new ways of teaching.

59. Be prepared to experiment and carry out classroom research in order to further improve teaching competence.

60. Consistently practise own religious teachings.

61. Maintain and exemplify high ethical and moral standards. 62. Possess a talent, interest, dedicating will, and idealism.

63. Possess a commitment to improving education quality, belief, piety, and noble character.

64. Obey all legal provisions, laws, codes of teacher conducts, and religious and ethical values

65. Maintain and improve the national unity

C. Personal Competencies

51. Indicate a good classroom presence and personality. 52. Dress in the style that can be an asset in the classroom.

53. Be flexible when things go awry. ( adaptive to what is going on). 54. Organize activities well.

55. Willingly and conscientiously make efforts to meet commitments/ promises. 56. Set goals of life.

57. Set short-term and long-term goals for continued professional growth. 58. Maintain an inquisitive mind in trying out new ways of teaching.

59. Be prepared to experiment and carry out classroom research in order to further improve teaching competence.

60. Consistently practise own religious teachings.

61. Maintain and exemplify high ethical and moral standards. 62. Possess a talent, interest, dedicating will, and idealism.

63. Possess a commitment to improving education quality, belief, piety, and noble character.

64. Obey all legal provisions, laws, codes of teacher conducts, and religious and ethical values

D. Subject Matter Competencies

66. Believe that learning English is vitally important for students future success. 67. See English language learning as part of a larger process of promoting

international contacts and interest in other cultures.

68. Be knowledgeable concerning the use of different varieties and styles of English in different societies/cultures.

69. Believe in the importance of empowering Ss to become increasingly more responsible for their own progress in learning (more autonomous learners). 70. Be aware of the value of professional development activities and make full

use of available professional support and development opportunities (e.g. conferences/seminars/workshops).

71. Understand the linguistic systems of English phonology, grammar, and discourse.

72. Have adequate English vocabulary to teach Ss.

73. Have adequate English vocabulary to read ELT books. 74. Have competence in the four English language skills.

75. Make constant efforts to maintain/develop own English skills.

76. Comprehensively grasp basic principles of language learning and teaching. 77. Know through experience what it is like to learn a foreign language.

78. Understand the close connection between language and culture.

79. Possess a relevant academic qualification and educational background.

D. Subject Matter Competencies

66. Believe that learning English is vitally important for students future success. 67. See English language learning as part of a larger process of promoting

international contacts and interest in other cultures.

68. Be knowledgeable concerning the use of different varieties and styles of English in different societies/cultures.

69. Believe in the importance of empowering Ss to become increasingly more responsible for their own progress in learning (more autonomous learners). 70. Be aware of the value of professional development activities and make full

use of available professional support and development opportunities (e.g. conferences/seminars/workshops).

71. Understand the linguistic systems of English phonology, grammar, and discourse.

72. Have adequate English vocabulary to teach Ss.

73. Have adequate English vocabulary to read ELT books. 74. Have competence in the four English language skills.

75. Make constant efforts to maintain/develop own English skills.

76. Comprehensively grasp basic principles of language learning and teaching. 77. Know through experience what it is like to learn a foreign language.

78. Understand the close connection between language and culture.

Principles

of EFL

Interactive

Teaching

Cognitive

Affective



Automaticity (1)



Meaningful Learning (2)



Anticipation of

Reward (3)



Intrinsic Motivation (4)



Strategic Investment (5)



Language Ego (6)



Self Confidence (7)



Risk-taking (8)



Language-Culture

Connection (9)

Principles

of EFL

Interactive

Teaching

Affective

Linguistic



Language Ego (6)



Self Confidence (7)



Risk-taking (8)



Language-Culture

Connection (9)



Native Language

Effect (10)



Inter-language (11)



Communicative

Assistance

from more

capable

peers or

adults

Interaction

with equal

peers

Inner

resources,

knowledge,

experience,

memory,

strengths

Interaction

with less

capable peers

4th International JETA Conference and 4th International JETA Conference and

Inner

resources,

knowledge,

experience,

memory,

strengths

Interaction

with less

capable peers

Five principles for professional development (Rueda, 1998

as cited by Bailey, 2006: 45-46):

Promote learning through joint productive activity

among leaders and participants

Promote learners expertise in professionally relevant

discourse

Contextualize teaching, learning, and joint

productive activity in the experience and skills of

participants

Challenge participants towards more complex

solutions in addressing problems.

Engage participants through dialogue, especially the

Five principles for professional development (Rueda, 1998

as cited by Bailey, 2006: 45-46):

Promote learning through joint productive activity

among leaders and participants

Promote learners expertise in professionally relevant

discourse

Contextualize teaching, learning, and joint

productive activity in the experience and skills of

participants

Challenge participants towards more complex

solutions in addressing problems.

The Route to Teacher autonomy

(

Brown, 2001;

Edge & Richards, 1993; Harmer, 2001):

A. Individual Efforts to Develop:

self-assessment/appraisal, regular reading of

professional literature, make use of available

resources (electronic, print, audio,

audio-visual)

B.

Developing with colleagues:

peer- & student assessment/appraisal, peer

coaching, team teaching, teacher support

group, collaborative curriculum devt. &

revision, teacher association, virtual

_{4th International JETA Conference and4th International JETA Conference and}

The Route to Teacher autonomy

(

Brown, 2001;

Edge & Richards, 1993; Harmer, 2001):

A. Individual Efforts to Develop:

self-assessment/appraisal, regular reading of

professional literature, make use of available

resources (electronic, print, audio,

audio-visual)

B.

Developing with colleagues:

peer- & student assessment/appraisal, peer

coaching, team teaching, teacher support

group, collaborative curriculum devt. &

revision, teacher association, virtual

Teacher self-assessment of

(e.g. Brown, 2001):

I. Learning Environment

A. Relationship with Ss (3)

B. The Classroom (3)

C. Presentation (7)

D. Culture & Adjustment (3)

II. The Individuals

A. Physical Health (6)

B. Self-Concepts (3)

C. Aptitude & Perception (3)

D. Reinforcement (4)

E. Development (3)

III. The Activity

A. Interaction (7)

B. Language (5)

(also see Richards, 2001: 240-243, for another example of self-evaluation form)

I. Learning Environment

A. Relationship with Ss (3)

B. The Classroom (3)

C. Presentation (7)

D. Culture & Adjustment (3)

II. The Individuals

A. Physical Health (6)

B. Self-Concepts (3)

C. Aptitude & Perception (3)

D. Reinforcement (4)

E. Development (3)

III. The Activity

A. Interaction (7)

B. Language (5)

(also see Richards, 2001: 240-243, for another example of self-evaluation form)

For an example of a

self-assessment instrument, visit the

following website:

www.teflinforum.jardiknas.org

For an example of a

self-assessment instrument, visit the

following website:

www.teflinforum.jardiknas.org

Complete the questionnaire and

Teacher Peer Assessment of

(e.g. Brown, 2001):

I. Preparation (3)

II. Presentation (10)

III.Execution/method (13)

IV. Personal Characteristics (5)

V. Teacher/Student Interaction (10)

I. Preparation (3)

II. Presentation (10)

III.Execution/method (13)

IV. Personal Characteristics (5)

Peer Appraisal of (

see Richards, 2001: 246-248):

1. Aims and objectives

2. Appropriacy of materials

3. Organization of the lesson

4. Stimulating learner interest

5. Opportunities for learner participation

6. Use of teaching aids

7. Explaining difficult concepts

8. Effectiveness

9. Any other general observations

Peer Appraisal of (

see Richards, 2001: 246-248):

1. Aims and objectives

2. Appropriacy of materials

3. Organization of the lesson

4. Stimulating learner interest

5. Opportunities for learner participation

6. Use of teaching aids

7. Explaining difficult concepts

8. Effectiveness

Student Assessment/Appraisal of

(see Richards, 2001):

I

. The Teaching (8):

class preparation,

warming up,

communicating class material,

arousing and maintaining

student motivation,

stimulating Ss interest, class time

management,

opportunity to learn the EL items,

opportunity to learn to use the EL items communicatively

responding to student problems, overall performance, the

most useful aspect of teaching, the least useful aspect of

teaching,

the teacher s personality and presence,

teacher-student rapport

II. The Course (7):

course content, course materials,

the most useful aspect of the course, the useful aspect of

the course, suggestion of ways to improve the course.

I

. The Teaching (8):

class preparation,

warming up,

communicating class material,

arousing and maintaining

student motivation,

stimulating Ss interest, class time

management,

opportunity to learn the EL items,

opportunity to learn to use the EL items communicatively

responding to student problems, overall performance, the

most useful aspect of teaching, the least useful aspect of

teaching,

the teacher s personality and presence,

teacher-student rapport

II. The Course (7):

course content, course materials,

the most useful aspect of the course, the useful aspect of

the course, suggestion of ways to improve the course.

In action research, teachers independently

conduct a critical reflective inquiry in which

democracy, collaboration, dialogue are

emphasized in searching the best way to

improve students learning autonomy.

Through action research teachers should first

change themselves, and then change the

situation with all its components (including the

students)

Through action research teachers should first

change themselves, and then change the

situation with all its components (including the

students)

Institutional Implications:

Teachers should be provided with:

opportunity and support to self-develop (further

study, joining associations, attending seminars/

conferences/workshops)

resources and equipment for professional devt.

(e.g. professional books, ICT equipment)

merit-based rewards

Bailey, K.M. (2006). Language Teacher Supervision: a Case-Based Research.

Cambridge: Cambridge University Press.

Barfield, A. et al. (2001). Exploring and Defining Teacher Autonomy: A Collaborative

Discussion. ww.encounters.jp/mike/professional/publications/t chauto.html

Brown, H.D. (2001). Teaching by Principles: an Interactive Approach to Language

Pedagogy. 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall.

Harmer, J. (2001). The Practice of English Language Teaching. Essex, England:

Longman.

Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge:

For an example of a

self-assessment instrument, visit the

following website:

www.teflinforum.jardiknas.org

For an example of a

self-assessment instrument, visit the

following website:

www.teflinforum.jardiknas.org

Complete the questionnaire and

Teacher Peer Assessment of

(e.g. Brown, 2001):

I. Preparation (3)

II. Presentation (10)

III.Execution/method (13)

IV. Personal Characteristics (5)

V. Teacher/Student Interaction (10)

4th International JETA Conference and 4th International JETA Conference and

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3--4 July20074 July2007

I. Preparation (3)

II. Presentation (10)

III.Execution/method (13)

IV. Personal Characteristics (5)

Peer Appraisal of (

see Richards, 2001: 246-248):

1. Aims and objectives

2. Appropriacy of materials

3. Organization of the lesson

4. Stimulating learner interest

5. Opportunities for learner participation

6. Use of teaching aids

7. Explaining difficult concepts

8. Effectiveness

Peer Appraisal of (

see Richards, 2001: 246-248):

1. Aims and objectives

2. Appropriacy of materials

3. Organization of the lesson

4. Stimulating learner interest

5. Opportunities for learner participation

6. Use of teaching aids

7. Explaining difficult concepts

8. Effectiveness

Student Assessment/Appraisal of

(see Richards, 2001):

I

. The Teaching (8):

class preparation, warming up,

communicating class material, arousing and maintaining

student motivation, stimulating Ss interest, class time

management, opportunity to learn the EL items,

opportunity to learn to use the EL items communicatively

responding to student problems, overall performance, the most useful aspect of teaching, the least useful aspect of teaching, the teacher s personality and presence, teacher-student rapport

II. The Course (7):

course content, course materials, the most useful aspect of the course, the useful aspect of the course, suggestion of ways to improve the course.

4th International JETA Conference and 4th International JETA Conference and

Workshop Workshop

29 29 3

3--4 July20074 July2007

I

. The Teaching (8):

class preparation, warming up,

communicating class material, arousing and maintaining

student motivation, stimulating Ss interest, class time

management, opportunity to learn the EL items,

opportunity to learn to use the EL items communicatively

responding to student problems, overall performance, the most useful aspect of teaching, the least useful aspect of teaching, the teacher s personality and presence, teacher-student rapport

II. The Course (7):

course content, course materials, the most useful aspect of the course, the useful aspect of the course, suggestion of ways to improve the course.

In action research, teachers independently

conduct a critical reflective inquiry in which

democracy, collaboration, dialogue are

emphasized in searching the best way to

improve students learning autonomy.

Through action research teachers should first

change themselves, and then change the

situation with all its components (including the

students)

Through action research teachers should first

change themselves, and then change the

situation with all its components (including the

students)

Institutional Implications:

Teachers should be provided with:

opportunity and support to self-develop (further study, joining associations, attending seminars/ conferences/workshops)

resources and equipment for professional devt. (e.g. professional books, ICT equipment)

merit-based rewards

3

3--4 July20074 July2007

4th International JETA Conference and 4th International JETA Conference and

Workshop

Workshop 3131

Bailey, K.M. (2006). Language Teacher Supervision: a Case-Based Research.

Cambridge: Cambridge University Press.

Barfield, A. et al. (2001). Exploring and Defining Teacher Autonomy: A Collaborative

Discussion. ww.encounters.jp/mike/professional/publications/t chauto.html

Brown, H.D. (2001). Teaching by Principles: an Interactive Approach to Language

Pedagogy. 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall.

Harmer, J. (2001). The Practice of English Language Teaching. Essex, England: Longman.

Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.